Electronic Resource

The Effect Of Metacognitive Strategies On Students’ Writing Ability At The Second Year Students Of Public Junior High School 5 Malang

---

Writing can also be as an independent learning tool that can be done by students to write their own idea or main idea and fulfill their writing assignment and to enrich their skill to write of everything. Hence , the problem is many of the students especially in junior high school experience problems when they start composing text such as, generating ideas and organizing text . In teaching and learning, metacognitive strategies trains students gain the understanding and creating the meaningful text. Metacognitive strategies allows the students to monitor the way in which they think,which encourages sustained thinking about the concepts in their writing.
This study was aimed at investigating the effect of metacognitive strategies to extend the students writing ability and their attitude toward writing at the second year junior high school. This study adopted quasi-experimental research which involves the experimental and control group.The sample of this study was two classes of the second year students at Public Junior High School 5 Malang in the 2014/2015 academic year. Two different classes were 8.1 class as the experiemental group and 8.2 class as the control group. Each class consisted of 33 students. Metacognitive strategies was delivered to the experimental group that was 8.1 class whereas the conventional way as the strategy used in English teaching learning especially in writing text was delivered to 8.2 class as the control group. Each class had meeting four times, the first meeting was used for the pre-test then the second and third was used for giving treatment and the last meeting was used for post-test.The instruments which had been designed by the researcher were writing test and questioner.
The result of the independent sample t test showed that the significant value was 0.000 in the post-test of the experimental group. It was significant at (�< 0.05) level. It was meant that the alternative hypothesis is accepted, thus there was significant difference between the experimental and the control group. Further, the experimental group made a significant progress in their writing product by seen from the mean post-test was 91.89 was higher than their pre-test was 79,83. Moreover the comparison from group statistic showed that the experimental group achieved much higher score than control group (91,89 >79,83). By the strength of the experimental group in arranging the sentence coherently and cohesively, ordering the paragraph well. Meanwhile based on the questioner result, there is no significant correlation between students metacognitive inventory awarenes (MIA) and their writing but the students highly used their metacognition based on the 13�� statement. Finally, the result of this

---

Ketersediaan

2121925/SB/2015

KKI 420 TAN e/s

Perpustakaan Unikama

Tersedia

Informasi Detail

Judul Seri

-

No. Panggil

KKI 420 TAN e/s

Penerbit

Malang : Pendidikan Bahasa Inggris - Unikama., 2015

Deskripsi Fisik

xiv, 124 hlm

Bahasa

English

ISBN/ISSN

-

Klasifikasi

420

Tipe Isi

text

Tipe Media

PDF

Tipe Pembawa

-

Edisi

1

Subjek

Writing Ability
Skripsi
Metacognitive Strategies

Info Detail Spesifik

-

Pernyataan Tanggungjawab

-

Versi lain/terkait

Lampiran Berkas

Komentar

---

Anda harus masuk sebelum memberikan komentar